chapter8 flashcards

Question 1

What does “capability for performance” mean in skill measurement?

Answer 1

“Capability for performance” is your true skill level, even if a single performance doesn’t show it. Things like nerves or luck can make you do better or worse than your actual ability—like how the fastest runner doesn’t always win the race. We measure the skill itself, not just one result.

Question 2

What is motor learning?

Answer 2

is a set of processes associated with practice or expeirance leading to relatively permanent gains in the capability for skilled performance

Question 3

what is the most common and traditional way to evaluate learning progress during practice?

Answer 3

performance curves

Question 4

what are the major points of performance curves?

Answer 4

1. Performance curves are plots of individual or average performance against practice trials
2. The curves and either increase or decrease in practice, depending on score for the task
3. The law of practice says that improvements are rapid at first and much slower later—a nearly universal principle of practice.

Question 5

What are the limitations of performance curves in measuring learning?

Answer 5

Performance curves show how people do during practice, but they don’t always show real learning. They focus on average performance, not lasting skill improvement, so they might not reflect true progress.

Question 6

What are the important effects of practice on a learner?

Answer 6

1.Relatively permanent effects: Last for a long time, even years.
2.Temporary effects: Disappear with time or changes in conditions.
3.Combined effects: Both temporary and permanent effects that strongly impact performance.

Question 7

How do participants in blocked vs. random practice predict their performance on a delayed retention test?

Answer 7

Participants in blocked practice often predict they will perform better than those in random practice. However, the opposite is true—random practice usually leads to better performance in delayed retention tests (Simon & Bjork, 2001).

Question 8

What is the difference between a transfer test and a retention test?

Answer 8

1.Transfer test: Measures performance with a change in task conditions.
2.Retention test: Measures performance after a break with no practice.
These tests can be done minutes or days after the last practice, but the terms are often used interchangeably.

Question 9

What doeLearning results from practice or experience.
Learning is not directly observable.
Learning changes are inferred from certain performance changes.
Learning involves a set of processes in the central nervous system.
Not all changes in performance are due to learning.
Learning produces an acquired capability for skilled performance.
Learning changes are relatively permanent, not transitory.s “transfer” mean in the context of learning?

Answer 9

ransfer refers to how practicing one task affects performance on a different task. It can be:

Positive: Improves performance on the new task.
Negative: Worsens performance on the new task.

This is compared to a no-practice control condition and highlights the concept of transfer of learning.

Question 10

What is “near transfer” in training and learning?

Answer 10

Near transfer occurs when practice on a task transfers to a similar task in a real-world setting. For example, practicing basketball jump shots (a variable task) contrasts with free throws (a consistent task) as a demonstration of near transfer.

Question 11

What is “far transfer” in learning and training?

Answer 11

Far transfer is when you teach general skills that can be used in many different situations. For example, teaching kids to throw, jump, and run, with the hope that these skills will help them in different activities later on.

Question 12

The law of practice states:

Answer 12

that improvements are rapid at first and much slower later—a nearly universal principle of practice.

Question 13

What does input mean in the Information Processing model

Answer 13

refers to the information to be processed by the human

Question 14

What is the most common and complex source of input in motor skills

Answer 14

visual input

Question 15

Similar to a computer, the human information-processing system will require ___________ to process a larger amount of data than it will to process a smaller amount.

Answer 15

Similar to a computer, the human information-processing system will require MORE TIME to process a larger amount of data than it will to process a smaller amount.

Question 16

A skilled athlete is able to read the environment for clues about what is coming next, better than a novice or amateur athlete. This means the skilled athlete is able to reduce the _______________

Answer 16

Uncertainty.

Kind of like in a guessing game where the way you ask questions helps you decide what is the possible right answer.

ex: Skilled basketball players who see how a team sets themselves up can sometimes predict the pass and steal it. They read the play.

Question 17

What does a transfer design do

Answer 17

A transfer design helps verify if the improvement is due to real learning or just temporary factors like practice conditions or short-term memory.

Question 18

HOw does a transfer design work

Answer 18

A transfer design typically involves:

1.Practicing a skill under specific conditions.

2.Testing the skill later, often in a different context or after a break (to eliminate temporary effects).

3.Comparing performance during practice versus performance in the test to see if the improvement holds up.

Question 19

what are the 3 systems in the Information Processing Conceptual model

Answer 19

Executive System
Effector System
Feedback System

Question 20

What are the 3 parts of the executive system

Answer 20

a: Stimulus ID: analysis of environment
b. response selection: decision making
c. movement programming: preparing to move

Question 21

What is the effector system

Answer 21

The actual movement

Question 22

What is the feedback system

Answer 22

gives information back to the person about how they did. Very important because it tells us if we should adjust what we are doing and how. This way we become more accurate or precise in what we are doing.

Question 23

4 things that happen when we practice

Answer 23

1.increase automaticity : we get better and begin doing things automatically
2. get better at choosing which action to take
3.Build more effective generalized motor programs and effector processes
4. we get more and more accurate feedback in several ways

Question 24

What is a Generalized Motor framework

Answer 24

is a framework or blueprint for movement patterns stored in the brain. It represents a general structure that can be adapted to produce a wide variety of similar actions.

Question 25

Example of a Generalized Motor Framework

Answer 25

Throwing a ball:
Whether you’re tossing a softball, pitching a baseball, or throwing a paper ball, the general sequence of movements (arm wind-up, release, follow-through) is the same, but the specifics (force, angle, speed) adjust based on the situation.

Question 26

Two elements of Building More Effective GMPs:

Answer 26

Building More Effective GMPs:

Practice variability: practice throwing the ball in different ways to different distances or under different conditions) to develop a flexible, robust GMP that can adapt to new situations.

Feedback: Use performance feedback to refine the program and make it more precise and efficient.

Question 27

What are Effector Processes:

Answer 27

These are the physical actions and muscle activations that carry out the instructions from a motor program. Essentially, they’re the “execution” phase of movement.

Question 28

EXAMPLE of an effector process

Answer 28

In throwing, the effector processes involve the activation of the shoulder, arm, and hand muscles in a coordinated way to perform the task.

Question 29

How do you improve effector processes

Answer 29

Strength and coordination training:
Build the physical capacity and muscle memory needed to execute movements effectively.

Task-specific practice:
Practice the exact movements multiple times to ensure smooth and precise execution.

Question 30

Practices influence on Information Processing:
Human performance processes thought to be influenced by practice are:
1.
2.
3.
4.

Answer 30

1. Increased automaticity, while getting faster and more accurate in analyzing the environmental and feedback information

2.improvements in the ways actions are selected (Like AI you get better at knowing what is the best choice)

3.build more effective generalized motor programs and effector processes

4. provide more accurate and precise feedback in several ways and establish more accurate references for correctness

Question 31

What does increased automaticity mean

Answer 31

i get better at reading the game and make better decisions faster than i did before

Question 32

Put these in order:

Movement programming
Stimulus ID
Response selection
Motor programming

Answer 32

1. Stimulus ID
2. Response Selection
   3.Movement Programming
3. Motor Programming

Question 33

Performance is not

Answer 33

learning

Question 34

Learning results from ______or_________.
Learning is not _________________ ____________.
Learning changes are inferred from certain _______________________changes.
Learning involves a set of processes in the _______ ______ _____.
Not all changes in performance are due to ____________.
Learning produces an __________ _____________ for skilled performance.
Learning changes are relatively _____________, not transitory.

Answer 34

-Learning results from PRACTICE OR EXPERIENCE.
-Learning is not DIRECTLY OBSERVABLE (cannot usually see the actual change happening or on a person).
-Learning changes are inferred from certain PERFORMANCE changes.
-Learning involves a set of processes in the CENTRAL NERVOUS SYSTEM.
Not all changes in performance are due to LEARNING.
-Learning produces an ACQUIRED CAPABILITY for skilled performance.
-Learning changes are relatively PERMANENT, not transitory.